are words very similar or equal in writing

SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED
SUPERINTENDENCIA DA EDUCAÇÃO – SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE
PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
Título: O GÊNERO E-MAIL: UMA PROPOSTA PARA A PRÁTICA DA LEITURA E
ESCRITA EM LÍNGUA INGLESA
Autora
Celina da Costa Santos
Disciplina/Área (ingresso no
PDE)
Língua Inglesa
Escola de Implementação
do Projeto e sua localização
Colégio Estadual Rachel de Queiroz. Ensino
Fundamental e Médio. Ivaté-Pr
Município da escola
Ivaté- Pr
Núcleo Regional de
Educação
Umuarama
Professora Orientadora
Instituição de Ensino
Superior
Resumo
Palavras-chave
ProduçãoDidáticoPedagógica
Público Alvo
Marileuza Ascencio Miquelante
UNESPAR/ FECILCAM
O professor de línguas necessita conhecer a diversidade
de gêneros que circulam na sociedade, nas diferentes
mídias e saber transformá-los em instrumento de
ensino-aprendizagem. Assim, a presente produção
propõe à realização de um trabalho explorando o gênero
discursivo E-mail que possibilita o ensino das práticas
discursivas, a compreensão dos diversos usos da
linguagem, a ativação de procedimentos interpretativos
e a construção de significados, com o objetivo de
ensinar Língua Inglesa na sala de aula a partir de
práticas significativas de leitura e escrita, visando
aprimorar as capacidades de linguagem dos estudantes
por meio do procedimento da sequência didática.
Gênero discursivo; E-mail; Sequência didática
Unidade Didática
9º ano do Ensino Fundamental
SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED
SUPERINTENDENCIA DA EDUCAÇÃO – SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE
PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
PRODUÇÃO DIDÁTICO-PEDAGÓGICA
1- APRESENTAÇÃO DA UNIDADE DIDÁTICA
Conforme as Diretrizes Curriculares da Educação Básica – Língua
Estrangeira Moderna, “[...] o ensino de Língua Inglesa deve contemplar os
discursos sociais que a compõem, ou seja, aqueles manifestados em forma de
textos
diversos
efetivados
nas
práticas
discursivas”
(PARANÁ,
2008,
p.57). Entende-se que no ensino há necessidade de uma interação viva entre os
sujeitos e que isso ocorre por meio do discurso, possibilitando a comunicação
entre eles de diferentes formas e com diferentes gêneros de textos, levando em
conta a infinidade de informações que circulam no meio que estão inseridos,
desenvolvendo a lógica crítica e atribuindo sentidos aos próprios textos. O grande
desafio hoje é motivar e despertar no estudante o interesse em realizar as suas
atividades em sala de aula, principalmente, no que diz respeito à interação e
envolvimento do estudante nas práticas discursivas de leitura, escrita e oralidade
em língua inglesa.
Considerando o entusiasmo que a maioria dos alunos tem em
corresponder-se pela Internet, o gênero e-mail apresenta-se como uma alternativa
para despertar o interesse do estudante pela leitura, pela oralidade e pela
produção escrita em Língua Inglesa. Dessa maneira, torna-se pertinente
desenvolver uma proposta de trabalho para o ensino de Língua Inglesa a partir de
práticas de leitura e escrita do gênero e-mail.
O trabalho aqui proposto toma como modelo de desenvolvimento o
procedimento da sequência didática de Dolz & Schneuwly (2004), visto que a
mesma propicia a realização de atividades que ajudam os estudantes a dominar
melhor um gênero, nesse caso, o gênero textual e-mail. Ao mesmo tempo
que oferece
condições para
trabalhar
as
capacidades
de
linguagem,
ainda permite aos estudantes desenvolver aprendizagens necessárias à produção
do gênero citado em língua Inglesa. Os estudos devem conhecer bem os
objetivos das atividades propostas no decorrer da sequência didática para que a
produção final sirva como avaliação e, também, como processo reflexivo sobre o
caminho percorrido e a percorrer.
O gênero e-mail apresenta-se nesse trabalho como um instrumento
adequado para o professor desenvolver suas práticas pedagógicas em sala de
aula, por ter uma estrutura-padrão similar à de uma carta pessoal, de um bilhete
ou de um convite, o que facilita a aplicação do projeto, pois os alunos do ensino
fundamental já dominam bem esses gêneros. Também possibilita a situação
sociocomunicativa dentro e fora da sala de aula, contribui para o aprendizado da
leitura e produção em Língua Inglesa, por serem textos curtos, oportuniza o
emprego adequado das linguagens formal e informal (dependendo do
destinatário) e ajuda a desenvolver a criticidade e reflexão do aluno.
2- APRESENTANDO A SEQUÊNCIA DIDÁTICA COM O GÊNERO E-MAIL
Partindo do exposto, a produção da Sequência Didática que ora se materializa
numa unidade didática, adota, com adequações, a organização proposta por
Dolz, Noverraz e Schneuwly (2004), conforme demonstra a descrição:
1. Apresentação da situação- nesse momento, o professor por meio de
questionamentos procura promover uma interação com os estudantes a fim
de criar uma motivação (motivo + ação) para o estudo do gênero de texto.
Além disso, expõe aos estudantes todo o encaminhamento que será dado ao
desenvolvimento da sequência didática, que atividades avaliativas serão
realizadas, qual será a produção escrita, a quem será destinada e onde
veiculará, bem como apresenta a justificativa para estudarem o gênero E-mail.
2. Produção inicial- os alunos farão uma produção escrita sobre o gênero a ser
estudado que servirá como avaliação diagnóstica para o professor identificar o
SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED
SUPERINTENDENCIA DA EDUCAÇÃO – SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE
PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
quanto sabem sobre o gênero em questão e do assunto abordado. Essa
prática permitirá ao professor identificar possíveis problemas que deverão ser
abordados na sequência didática.
3. Módulos- a unidade didática apresentada, por ser uma exigência do
programa PDE, foi elaborada antes da aplicação da Produção Inicial, por isso,
sua organização e as atividades propostas foram elaboradas com base no
modelo didático de gênero considerando os elementos essenciais que devem
ser trabalhados, com vistas à produção final. Nessa unidade adaptamos o
trabalho com módulos sugeridos na sequência didática. Optamos por um
trabalho sem uma divisão sistemática, sem, no entanto, perder de vista a
necessidade de se trabalhar as capacidades de linguagem e as estratégias de
leitura.
4. Produção final- considerando o que foi trabalhado ao longo do processo, os
estudantes deverão realizar uma refacção do texto, que resultará no que
chamamos de produção final. Esta possibilita uma análise quanto ao domínio
adquirido ao longo da aprendizagem e permite ao professor avaliar o trabalho
desenvolvido. Antes da produção final cada aluno, de posse do quadro com os
critérios avaliativos, fará as observações necessárias assinalando quais
aspectos foram contemplados e quais precisam de intervenção, para assim,
melhorá-la e publicá-la.
SECRETARIA DE ESTADO DA EDUCAÇÃO – SEED
SUPERINTENDENCIA DA EDUCAÇÃO – SUED
DIRETORIA DE POLÍTICAS E PROGRAMAS EDUCACIONAIS - DPPE
PROGRAMA DE DESENVOLVIMENTO EDUCACIONAL – PDE
SEQUÊNCIA DIDÁTICA
STUDYING THE TEXTUAL GENRE E-M@IL
Picture 1 – Technology and communication
i
A- Can you recognize these pictures?
B- Do you know the names of the pictures?
C- Why is communication important in people’s life?
D- In your opinion, what determines a good communication?
Picture 2 – Network
Fonte: Pixabay
According to Cambridge Dictionary communication is defined as “the various
methods of sending information between people and places, especially
official systems such as post systems, radio, telephone, etc.”
Fonte:<http://dictionary.cambridge.org/dictionary/british/communication?q=communication-Access on November, 21st2012
E- Discuss with a friend: How did people use to communicate in the past?
And nowadays? And in the future?
F- Based on the previous
communication of the:
PAST
Picture 3 - Pigeon
________________
________________
________________
answer,
Present
Picture 4 - WWW
________________
________________
________________
write
down
some
means
of
FUTURE
Picture - 5
_______________
_______________
______________
.
The means of communication has changed according to the changes
in people’s living conditions and all other circumstances such as
technological developments.
VIDEO I
A- Watch the video “Evolution of communication”. Available at
http://www.youtube.com/watch?v=9Y_GGX7KMuQ&feature=related>Access
on
November 16, 2012.
Picture 6 – Evolution of communication
B. Based on the video, check the information you wrote in activity D. Are
they according to it or not? Point out the differences.
VIDEO II
C- Watch the video “The Evolution of communication”. Available at <
http://www.youtube.com/watch?v=mvxw1TynuTk&feature=related > Access on
November 16, 2012
Picture 7 – The evolution of communication
D- Based on the video, make a chronological list about the evolution of the
means of communication.
WHAT?
WHEN?
pigeons
776 BC
typewriter
1.898
Radio
1.904
Televison
1.951
Internet ( Arpanet)
1.976
Cellular phone
1.981
World Wide Web(www)
E- What is the most relevant aspect between the communication in the past
and nowadays?ii
……………………………………………………………………………………………..…
………………………………………………………………………………………………..
……………………………………………………………………………………………..…
A- Observe the ways people have used to communicate through writing.
WRITING
PERIOD
FIRST WRITTEN WORD
About 3000 BC
MOVABLE TYPE
About 1455
MASS PUPLICATION
About 1900
E-MAIL
About 1980
WWW
About 1994
B- In groups, prepare a card with pictures to represent the evolution of
written communication. Show your card in the schoolyard.
A- Answer the questions.
1. How would you define electronic communication?
2. What is the role of electronic media in today’s society?
3. What are the risks of electronic communication?
4. Why is effective written communication important in business and at school?
5. Do you like sending and receiving virtual messages? Why?
B- Complete the picture with other electronic means of communication that
make use of writing:
Picture 8 – Means of communication
ELECTRONIC
MEANS OF
COMMUNICATION
Fonte: Celina da Costa Santos
iii
A- Observe the information in the table and discuss in group: What was your
reaction to these information?
TOP COUNTRIES IN NUMBER OF INTERNET USERS
COUNTRY
PERCENTAGE OF INTERNET USERS IN
RELATION TO COUNTRY’S POPULATION
China
38%
United States
78.3%
Japan
80%
India
10.2%
Germany
82.7%
Brazil
42.2%
Picture 9- Computer
Fonte: Pixabay
FONTE: <WWW.internetworldstates.com/;>Access on November,10th 2012.
B- Make a graph with the information above and write the results of this
survey. Then answer the final question.
Number of Internet users
Top Countries
1. And you? How many hours a day do you spend online?......................
2. Tick (√) the options related to you.
You use the Internet to....
( ) download music and movies
( ) read the news
( ) do academic research
( ) find the weather forecast
( ) play games
( ) read ebook(s)
( ) buy and selling products
( ) find a place to visit on your vacation
( ) use the facebook, chats and others
( ) find friends
( ) send and receiving e-mails
3. Based on the previous activity write affirmative or negative (don’t)
phrases about you.iv
1.……………………………………………………………………………………
2………………………………………………………………………………………
3………………………………………………………………………………………
4………………………………………………………………………………………
5………………………………………………………………………………………
A- Discuss and answer the following questions:
1. What is an e-mail?
2. Do you think it is important to have an e-mail account and use it to
communicate with others? Why?
3. Do you have an e-mail account? If yes, how often do you send and receive emails? What are the main subjects of your e-mails?
4. Why are e-mails used for nowadays?
5. Do you believe in virtual friendship? Justify.
6. Do you have any virtual friends? If yes, how did the friendship begin?
7. What means of online communication do you and your family use?
B- Read the texts and do the activitiesv.
1. Look at the texts and tick (√) the “e-mail”:
Picture 10-
(
)____________
Picture 12 -
Picture 13-
(
(
Picture 11- (
)_______________
)___________________
)_____________
Picture 14
(
)___________
2. How did you conclude that? How did you get to this conclusion? You may
answer the question in Portuguese.
………………………………………………………………………………………………..
………………………………………………………………………………………………..
3. Reread the genres in activity 1 and write their names:
Personal letter – wedding invitation – postcard – e-mail – information letter
LISTENING ACTIVITY
A- Before listening to the song, read the lyrics and fill in the blanks with the
words from the box. Remember to observe the coherence.vi
...................................................................................................................................
E-M@il
PET SHOP BOYS
1……………………….'s never been
communication
2.as easy as ……………………
e-mail
3.and it would make me happy
4.when you've gone so far away
5.if you'd send me an…………..
6.that says "I …………. you"
7………… me an e-mail
send
today
love
8.that says "I love you"
FONTE; <http://letras.mus.br/pet-shop-boys/114514/> Access on November, 21st 2012.
B- Listen to the song and check if you used the words in the right place.
C- Listen to the song again and number the picture according to the stanzas.
(
)
(
Picture 15- Airplane
)
Picture 16- Laptop
@
@
(
)
(
Picture 17 - E-mail
)
Picture 18-Woman
♥
?@
D- Reread the lyrics and do the activities.
1. Mark the correct meaning of the given verse:
“Communication’s never been as easy as today”
i. (
ii. (
) A comunicação sempre foi fácil entre as pessoas.
) A comunicação nunca foi tão fácil como agora.
2. Did you agree with the previous statement? Why?
…………………………………………………………………………………………
3. Find out in the text the corresponding verses to:
i. Não há mais tempo e distância para a comunicação devido às tecnologias.
...........................................................................................................................
ii. Ao pedido feito pelo eu lírico a sua amada.
...........................................................................................................................
4. What means of communication does the person in the song is asking to the
his/her beloved to talk to him/her? And you…what means of communication
would you use in a situation like that?
….………………………………………………………………………………………
5. Pronouns are used to substitute nouns in a text to avoid repetition. Based
on that go back to the lyrics and identify the corresponding referent to the
following pronouns.
It (l.3)…………
you (l.5)…………
we (l.12) ………………
INITIAL PRODUCTION
WORKING ON THE TEXT PRODUCTION
One of the means of communication used by many people nowadays is the e-mail.
Considering what you know about it and the information you have been exposed
to, get ready to produce your own e-mail. You can produce a very interesting email! Let’s try!!
Before writing…
Write an e-mail about you to be sent to a virtual friend.
Organize an outline with your presentation (you can write about your
appearance, what you like and dislike, self-interest, family and hobbies).
Before starting your text you must also think about…
 The purpose or objective to produce your text;
 When you write a message, it must always be clear;
 You must avoid some errors of grammar and vocabulary.
Remember!
Try to write your e-mail in English, if you want you can use a photo.
Picture 19- Example New Post
A- Read the text and do the activities.
E-M@IL
Picture 20
Electronic mail, also known as email or e-mail, is a method of exchanging
digital messages from an author to one or more recipients. Modern email operates
across the Internet or other computer networks. Some early email systems required that
the author and the recipient both be online at the same time, in common with instant
messaging. Today's email systems are based on a store-and-forward model. Email
servers accept, forward, deliver and store messages. Neither the users nor their
computers are required to be online simultaneously; they need connect only briefly,
typically to an email server, for as long as it takes to send or receive messages.
Historically, the term electronic mail was used generically for any electronic document
transmission. For example, several writers in the early 1970s used the term to
describe fax document transmission. As a result, it is difficult to find the first citation for
the use of the term with the more specific meaning it has today.
An Internet email message consists of three components, the message header, and the
message body and signature. The message header contains control information,
including, minimally, an originator's email address and one or more recipient addresses.
Usually descriptive information is also added, such as a subject header field and a
message submission date/time stamp.
Electronic mail predates the inception of the Internet, and was in fact a crucial tool in
creating it, but the history of modern, global Internet email services reaches back to the
early ARPANET. Standards for encoding email messages were proposed as early as
1973 (RFC 561). Conversion from ARPANET to the Internet in the early 1980s produced
the core of the current services. An email sent in the early 1970s looks quite similar to a
basic text message sent on the Internet today.
Fonte: http://en.wikipedia.org/wiki/Email accessed on 23/10/2012
B. Tick(√) the right option(s).
The objective of this text is:
1. ( ) to indicate when the Electronic mail (e-mail) was created.
2. ( ) to provide information about different kinds of computers.
3. ( ) to give an example of a hypertext.
4. ( ) to explain how the e-mail was created.
5. ( ) to show the three components of an Internet e-mail message.
C - Find in the text.vii
1. In the first paragraph:
i. The opposite of “ancient” : ………………………………..
ii. The opposite of “different”: ………………………………...
iii. The opposite of “less”:
…………………………………
iv. The opposite of “short”:
………………………………….
2. How do the words you studied in the previous activity contribute to the meaning
of the text?
3. In the second paragraph:
i. a adjective with nine letters:………………………………….
4. In the last paragraph:
i. O ano que houve a conversão de ARPANET para a INTERNET:.....................
D- Check in the dictionary for key words you don’t understand. Then, in
pairs, write M for what is mentioned in the text and NM for what is not
mentioned:
1. Electronic mail, also known as e-mail. (………..)
2. An Internet e-mail message consists of five components, the
message envelope, the message header, and the message body. (……….)
3. Standards for encoding e-mail messages weren’t proposed as early as
1973.(………)
UNDERSTANDING HYPERLINKviii
A hyperlink (or link) in computing is an element that links to another place in the
same document. Usually, you click on the hyperlink to follow the link. Hyperlink is
an electronic document of hypertext, including the World Wide Web (WWW.)
Hypertext is a text with hyperlinks.
Fonte:http://www.webopedia.com/TERM/H/hyperlink.html Access on November 28th2012
E- MEANING: Reread the text “E-M@IL” and based on the context give the
meaning of the hyperlinked words.ix
………………………………………………………………………………………………
………………………………………………………………………………………………
………………………………………………………………………………………………
STUDYING THE ELEMENTS OF AN E-MAIL
A- Read the e-mail and do the activities that follow it: x
Picture 21- E-mail
1. The text you read is an e-mail. Tick (√) the option(s) that you think
correspond(s) to it.
( ) The text structure.
( ) All of them
( ) The components.
( ) Others.
( ) The content.
2. How is the text organized?
( ) In charts.
( ) In topics.
( ) In parts.
3. This text is from?
( ) a book
( ) a newspaper
(
(
) In chapters.
) In Boxes.
(
(
) the internet
) a magazine
4. What do you think the target public of this genre of text is? Tick (√) the option(s).
( ) People interested in arts.
( ) People interested in science.
( ) People interested in education.
( ) People interested in communication.
( ) People interested in information.
( ) People in general.
5. What is the text about?.........................................................................................
6. Who wrote this text?.............................................................................................
7. Whom was the text addressed to?........................................................................
8. What kind of language is used in this e-mail?
(
) formal
(
) informal
9. How many parts are there in this e-mail? Identify them.
………………………………………………………………………………………………
10. This e-mail can be classified as:
(
(
) an apology e-mail
) a friendship e-mail
(
(
) a love email
) a business e-mail
11. What is the importance of this kind of genre?
…………………………………………………………………………………….…………
12. What social value does it have?
………………………………………………………………………………………………
STUDYING THE COMPONENTS OF THE GENRE E-MAIL
A - An e-mail message is mainly made up of HEADER, BODY and
SIGNATURE. Write their names in the corresponding places.xi
Picture 22- Components of the E-mail
.
1. The text you read is composed by header, body and signature. Complete
the phrases according to the function of each part.
_________This part contains information about the sender and the purpose of
.
the message.
_________ This part is where you write your message.
_________ This part identifies the sender.
PRE-READING ACTIVITIES
A - Read the e-mail quickly and discuss in pairs. xii
1. Where do you think this e-mail comes from?
2. Who is the probable reader of this e-mail?
3. Who wrote this e-mail?
4. How is the text organized?
Picture 23- E-mail
5. While you are reading the text, match the words from the first column to their
meanings in the second one.
a. worried
b. foolish
c. I’m afraid of
d. to break up
e. frightened
(
(
(
(
(
) assustada
) bobeira, tolice
) estou com medo de
) preocupada
) terminar o namoro
6. The e-mail is about:
( ) a happy dating
( ) a wedding
( ) a problematic relationship
( ) horror movies
( ) a meeting
( ) a Halloween party
B- Reread the e-mail and do the activities about it:xiii
1. If you had to answer this e-mail what of the following options would you
choose?
( ) The best thing you to do right now would be to talk to your parents, a
close relative or one of your friend’s parents to get support and advice.
( ) Be careful! Don’t break up with him when you’re alone.
( ) If you are frightened you may get hurt, perhaps it is better you send
him an e-mail or make a phone call.
( ) You should break up with him face-to-face.
2. Choose the option to fill in the sentence.
It’s possible to say that this e-mail was written in………………..
a. (
) formal language
b. (
) informal language
3. Tick (√) the options.
a. In your opinion, a friend or a boyfriend/girlfriend should be:
(
(
(
(
(
(
(
(
(
(
) Respectful
) Cheerful
) Dishonest
) Rude
) Selfish
) Polite
) Unkind
) Pleasant
) Boring
) Nervous
(
(
(
(
(
(
(
(
(
(
) Calm
) Hardworking
) Lazy
) Interesting
) Unselfish
) Nice
) Unfriendly
) Talkative
) Unkind
) Intelligent
b. Classify the words from the previous activity in:xiv
POSITIVE
NEGATIVE
4. Discuss in small group: Do you think it’s a good idea to break up with
someone by e-mail? Why (not)? xv
There a several kinds of e-mail and they can help you to …
…meet a specific business;
…go a certain event;
…say sorry to that person;
…find a friend or partner; etc.
But REMEMBER they can help you if they are correctly used.
A- Match the kinds of e-mails to their functions.
1. Apology e-mail
7. Love e-mail
2. Business e-mail
8. Marketing e-mail
3. Condolence e-mail
9. Sales e-mail
4. Friendship e-mail
10. Job application e-mail
5. Good bye e-mail
11. Thank You e-mail
6. Interview e-mail
(
) It is an e-mail sent when we want to apologize to someone.
(
) It helps to generate new sales for the business.
(
) It has indeed come to represent the business image of a company.
(
) It should be distinguished and true depiction of one’s gratitude.
(
) It helps to share the pain and encourage the recipient of the letter to move on in life.
(
) It is a short e-mail highlighting the candidate’s competence and experience.
(
) It is used to express how much we care for our friends.
(
) It is used for providing information about the latest products in the market.
(
) It is used to express our love for a person.
(
) It is a form of communication whereby a person bids farewell.
(
) It invites the candidates by mailing him organizational requirements, Job profile and
assigned salary package.
Fonte: <http://www.sampleemails.org/friendship-emails.html- Access on 23/10/2012.
B- Read the following kinds of e-mails and identify their types.
e-mail I
E-mail l
e-mail II
e-mail III
e-mail IV
Picture 24 –E-mail
……………………………………………………………………………….e-mail
E-mail ll
Picture 25- Email
.................................................................................................................e-mail
E-mail lll
Picture 26 – E-mail
.....................................................................................................................e-mail
E-mail lV
Picture 27 – E mail
.....................................................................................................................e-mail
1. What words were used in the e-mails you read to open and close the message?
e-mail I
e-mail II
e-mail III
e-mail IV
Salutation
Closing sentence
2. What could you notice about their use?xvi
IMPROVING YOUR WRITTEN PRODUCTION:
REWRITING THE PORTS OF E-MAIL
A. Take the first draft of your production. Think about the parts of an E-mail
you have already studied and rewrite yours to improve it.
A- Look at the movie cover and discuss:
1. What is the movie possible genre?
2. Who are the main characters?
3. What do you think the movie will be about?
4. Do you think the Internet is a space where a person can find his/her love?
Picture 28 Movie: You’ve got mail
Fonte: <http://en.wikipedia.org/wiki/You've_Got_Mail_(soundtrack) >Accessed on 12/10/2012
B- After watching the first part of the movie You’ve Got Mail, answer the
following questionsxvii:
1. How did they start communicating with each other?
2. Joe Fox (Tom Hanks) and Kathleen Kelly (Meg Ryan) communicated with
each other for a long time, but they didn’t know much about their private life.
Why? What can you learn based on this?
3. In the movie Kathleen Kelly and Joe Fox lived in the same neighborhood,
they had many common habits, but they didn’t have the chance to meet each
other in person. Is it possible to happen in real life? Justify.
4. Sometimes people use e-mail or other virtual means of communication to
communicate with people who don’t know well, as in the story “You’ve Got
Mail”. What do you think about that?
A - Do you know the icon (logotype) of e-mail? Search and draw it in the box:
B - Unscramble the verbs and answer the questions.
WHAT CAN YOU DO WITH AN E-MAIL?
1. NEDS................................................................................................................
2. RECEIVE...........................................................................................................
Formal and Informal language
The language of e-mail is mostly informal. Formal language is used rarely,
and only for situations that are very serious such as complaints or business.
Informal language is mainly used when writing to friends. Some e-mails mix
styles. If in doubt as to what style to use, try to emulate the style of the other
person. You should write clearly!
1. Do you know the difference between an informal and a formal text? If you had to
write an e-mail to a teacher should it have the same tone as an e-mail to a friend?
Why?
………….……………………………………………………………………………………
B. Look at the difference between the following e-mails.
E-mail 1
Hi
How is it going? I’m going to be in Tokyo next Wednesday LOL*, do you have
time to meet me? I’d really
it if you could! CUL8R*.
Bye
Bob
*LOL: Laugh(ing), out loud.
*CUL8R: See you later
E-mail 2
Dear Mary,
I hope you are well. I will be in Tokyo on the following Wednesday, the 26th. I
would like an opportunity to talk to you again; it’s been a long time since our last
meeting.
Sincerely,
Bob
1. What is the subject of the e-mails above?
………………………………………………………………………………………………
2. Which is the informal e-mail?
( ) e-mail 1
( ) e-mail 2
3. Look at the characteristics of e-mails and write F for a formal e-mail, I for an
informal one and B for both.
Salutation ______________
Informal language ______________
Smilies (emoticons) _______________
Abbreviations__________________
Do not use abbreviations______________
Formal language_______________
Opening Sentence_______________
The e-mail information in detail___________
Closing sentence________________
Signature_____________________
4. Discuss in pairs about the importance of making use of the adequate language
in e-mails.
FORMAL
Opening sentence Closing sentence
Dear Mr
Thank you! / Thanks
Dear Mr
Sincerely!
Dear Miss
Best Wishes!
INFORMAL
Dear Sir
All the Best!
Opening sentence
Closing sentence
Regards!
Hi
See you tomorrow!
Yours Truly!
Hi there
Take care!
Dear (name)
Love!
Hello
Cheers
Hello my friend
:) or XXX
According to Smartdefine.org Internetese is defined as “a shorthand for
phrases in virtual communication, used acronyms in e-mails or Chat
Room messages etc”
Available at http://www.smartdefine.org/digispeak access on November 26, 2012.
A. WHAT ARE SMILEYS OR EMOTICONS?xviii
Smileys or (Smilies), also known as "emoticons," are symbols which express
emotions in writing. They are a great way to brighten up posts.
Text
smileys are created by typing two or more punctuation marks. Some
examples are:
;-) is equivalent to
(……………)
:-D is equivalent to
(........................)
:-) is equivalent to
(…………….)
:-x is equivalent to
(.........................)
:-( is equivalent to
(……………)
:-| is equivalent to
(………….…....)
(……..…….)
8-) is equivalent to
(……………....)
8-O is equivalent to
Adapted from http://codex.wordpress.org/Using_Smilies acess November 26/11/2012
1. Go back to the smiles/emotions in the previous activity and write the emotion
they represent:
wink - shock – very happy - mad - sad - indifferent - cool - happy
Turn the sheet aside to better visualize
2. Fill in the chart with two adjectives that describe your emotions today. Then
Interview two classmates and write their answer.
Today you and your interviewed friends are…
Me
Classmate 1
Classmate 2
ABBREVIATIONS / ACRONYMS
A- One of the important elements that are present in an e-mail or other
virtual communication is the use abbreviations.
1. Match these abbreviations to their meanings:
1. LOL
2. OMG
3. TKS
4. HTH
5. GTG or G2G
6. MORF
7. OIC
8. BFN
9. XOXO
10. TTYL
11. NP
12. NFW
13. BRB
(
(
(
(
(
(
(
(
(
(
(
(
(
) Talk To you Later
) No Problem
) No Fucking Way!
) Oh My God!
) Hope This Help
) Male or Female
) Be right Back
) Thanks
) Bye for Now
) Go to go!
) Kisses and hugs
) Laughing Out Loud
) How are you?
14. How R U?
(
) Oh! I see
…More about emoticons, initialisms and abbreviations at:
<www. http://netforbeginners.about.com/cs/netiquette101/a/bl_emoticons101_5.htm>
Let’sread!
A. Skim through the text and answer the questions:xix
1. What type of e-mail does it represent?
2. Where can we usually find e-mail like this?
3. Do you write or read similar e-mail?
4. Mark the correct option. This e-mail is organized in:
( ) topics
( ) only one paragraph
( ) in parts (Head, Body and Signature)
5. This e-mail is: ( ) formal
or
(
) informal
Picture 29- E-mail
After Reading
A – The e-mail is about:
1. (
2. (
3. (
) A boy who is not bothered anymore.
) A boy who does not understand his ex-girlfriend’s behavior.
) A boy who is in love and does not know what to do to be with the loved
person.
B - Find the statement that is not true.
The boy…
1. ( ) is sixteen year old.
2. ( ) isn’t dating now
3. ( ) wasn’t worried ten months before.
C- Find some transparent words in the e-mail and copy them.
……………………………………………………………………………………………
Transparent words - are words very similar or equal in writing.
D – Choose a synonym for the words in bold.xx
1- …a problem that has disturbed me for ten months.
( ) bothered
( ) deprived
( ) formed
2 - …and we started dating unhesitatingly.
( ) unfortunately
( ) steadily
( ) charity
3 - ...and made a cute couple.
( ) kind
( ) engaging
( ) winning
E– Find words in the e-mail that mean the same as the words below:
1st paragraph
1 . alguns …………………………………….
2 . educada …………………………………….
3 . sem
…………………………………….
2nd paragraph
4 . ainda
…………………………………….
5 . além de …………………………………….
3rd paragraph
6. juntos
……………………………………..
7. melhor
…………………………………….
F. “Do you think we should go out together as friends?”
In the above question the word should indicates:xxi
(
(
) an obligation
) an advice
(
(
) a permission
) a possibility
SHOULD
You should believe in yourself.
... is used to give an advice or
recommendation.
You shouldn’t invite ex boyfriend.
Negative form: Shouldn’t
G- Fill in the blanks with should or shouldn’t.
1. You …………………..spend less time with the person who doesn’t love you.
2. The message header …………………………...include the signature.
3. You……………………………………..write clearly!
Let’s write!
H- If you wrote for an advice site for teen, what would you advice David? Would
you be able to give him some good advice? Write an e-mail to him explaining what
he should do. You can use emoticons and acronyms. For you…
and BFN!!!
Picture 30- New Post
A- Creating an e-mail address is quite simple and it’s for free. You can do it.
[email protected]
Now, let’s try!
__________________________@____________
_____.com.br
A- Listen to the video “How to make an E-mail Address” Available at <
http://www.howcast.com/videos/346352-How-to-Make-an-Email-Address - Access on
November 16, 2012 and number the order of the steps you have to follow to
create an e-mail account.xxii
Picture 31 – How to make an e-mail address
STEPS SUGGESTED TO CREATE AN E-MAIL ACCOUNT
Step………….
Go to site
Go to the provider you want your e-mail account to be with, such as MSN or Yahoo
or Gmail. Find the "Sign Up" link and click on it.
Step………….
Choose your ID
Choose your user ID. This is the name or tag that comes before the "at" symbol in
your e-mail address and can be your name, nickname, or anything you make up as
long as it uses only the permitted characters.
Step………………
Fill in personal info
Fill in any personal information that the site requires.
TIP - If the user ID you really want is already taken, try adding a number after it, like your
birth year, age, or some other significant figure.
Step…………………….
Click check
Click the Check button to see if the user ID you want has already been taken by
someone else.
Step…………..
Create a password
Create a password for your e-mail account. Make it something easy for you to
remember, but difficult for someone else to guess.
Step………………
E-mail your friends
Now that you have an e-mail address, get busy using the internet to send messages to
all your loved ones and friends.
Finish registration
Finish your registration. Sometimes this includes creating or answering a security
Step………………
question, accepting the e-mail provider's service agreement, or proving you are actually
human by entering a special set of characters.
.
FACT- Electronic mail was developed at MIT in the 1960s, years before the
internet was created.
BE CAREFUL WITH THE INTERNET
Netiquette (the English “network” and etiquette”) is a label that recommends
observing the Internet. This is a set of recommendations to avoid
misunderstandings in communication via Internet, especially in e-mails,
chats, mailing lists, and so on. It also serves to regulate behavior in specific
situations.
nd
Fonte:<http://pt.wikipedia.org/wiki/Netiqueta>Access on December,2 2012
Examples of rules:
Check often your e-mails.
Use a minimum score.
Don’t send spams.
Avoid capital letters, italics exaggerated.
Try to be as clear as possible to not generate confusion.
Respect to be respected and treat others as you want to be treated.
Depending on the recipient of your text, avoid using acronyms and Internetese.
…More about NETIQUETTE at:
<http://www.e-treinamento.pr.gov.br/mod/page/view.php?id=1354&inpopup=1>
MUSIC: E-MAIL MY HEARTxxiii
BRITNEY SPEARS
A- The lines of the lyrics are divided in two. Listen to the song and enumerate the
second part according to first one.
1. E-mail my heart and say
2. I know you're out there and
3. E-mail me back and say
4. Forever...
(
(
(
(
) our love will stay alive
) E-mail my heart
) I know that you still care
) our love will never die
Available at < http://www.vagalume.com.br/britney-spears/e-mail-my-heart-traducao.html#ixzz2Bqy02mFW > Access
on December 06, 2012
THE FINALTEXT PRODUCTION
WORKING ON THE TEXT PRODUCTION
Considering what you learned about e-mail and the information you received
during this study, review your draft and rewrite it .After that, send your e-mail to
your virtual friend. Have a good Production!
Remember: Write in English, if you want you can use a photo.
THE FINAL TEXT PRODUCTION: checking and sending the e-mail
1. Analyze the e-mail you wrote using the checklist below.
YES
NO
PARTIALLY
Are there all the parts of the header?
Are there all the parts of the body?
Is there the signature?
Is your e-mail adequate to your interest? (kinds of email)
Is the language used adequate to your intention?
Is the content clear?
2. Review your draft and rewrite it, if you ticked NO or PARTIALLY for some item(s).
3. Edit your draft in order to have your final text.
4. Send your e-mail to the person you wrote to.
POST READING
1. The student will give his/her opinion about the studied genre.
2. In your opinion, what was the intention of studying the genre e-mail?
3. What did you learn by studying the genre e-mail?
4. Point some positive and negative aspects about the studied genre.
REFERÊNCIAS
DOLZ, J; SCHNEUWLY, B. Gêneros orais e escritos na escola. Trad. Roxane
Rojo e Glaís Sales Cordeiro. São Paulo: Mercado de Letras, 2004.
PARANÁ, Secretaria de Estado da Educação. Diretrizes Curriculares da
Educação Básica Língua Estrangeira Moderna, Curitiba, 2008.
REFERÊNCIAS COMPLEMENTARES
CRISTÓVÃO, V. L. L.; FERRARINI, M. A.; PETRECHE, C. R. C.; SILVA, M. M.
Elaboração de seqüências didáticas para o ensino de língua estrangeira uma produção coletiva. In: 4º Simpósio Internacional de Estudos de Gêneros
Textuais - SIGET, Tubarão – SC, 2007.
KARWOSKI, A, M; GAYDECZKA, B; BRITO, K. S. (Org.) Gêneros Textuais:
Reflexões e Ensino. Palmas e União da Vitória: Kaygangue, 2005 p. 79-93.
MARCUSHI,L.A. Gêneros textuais: o que são e como se constituem.
Recife:2000.
PAIVA, V. L. M. de O. O e-mail: um novo gênero discursivo. Universidade
Federal de Minas Gerais. Belo Horizonte-MG, 2001.
Disponível em:http://www.veramenezes.com/projeto.htm . Acesso em 12 jun.
2012.
Consultas online
Picture 1
Disponível.em:<http://www.educadores.diaadia.pr.gov.br/arquivos/File/tvmultimidia
/imagens/6ingles/2mail.jpg.> Access on October, 20th 2012
Picture 2
Disponível em: < http://pixabay.com/en/screen-monitor-computer-silhouettes66617/ > Access on November, 19th 2012.
Picture 3
Disponível em: < http://pixabay.com/en/drawing-bird-wings-tail-pigeon-47999/ >
Access on November, 19th 2012.
Picture 4
Disponível em: <http://pixabay.com/en/http-www-crash-administrator-at-63525/ Access on October, 22nd 2012.
Picture 5
Fonte: Celina da Costa Santos.
Picture 6
< http://www.youtube.com/watch?v=9Y_GGX7KMuQ&feature=related> Access on
November 16, 2012.
Picture 7
< http://www.youtube.com/watch?v=mvxw1TynuTk&feature=related > Access on
November 16, 2012
Picture 8Fonte: Celina da Costa Santos
Picture 9
Disponível em: http://pixabay.com/en/computer-mouse-icon-etiquette-24886/>
Access on November 23rd, 2012
Picture 10
Disponível em:
<http://www.educadores.diaadia.pr.gov.br/arquivos/File/tvmultimidia/imagens/2011
/ingles/annefrpostcard.jpg. Access on October, 25th 2012
Picture 11
Disponível em:< http://pixabay.com/en/icon-mark-envelope-wedding-free-32378/.
Access on October, 28th 2012
Picture 12
Disponível em: < http://en.wikipedia.org/wiki/File:Information_Letter.jpg> Access
on November 10th, 2012
Picture 13
Example of E-mail- Print Screen of new post of Expresso Mail.
Picture 14
Disponível em:<http://en.wikipedia.org/wiki/File:Letter_From_White_House.jpg / Access on October, 25th 2012.
Picture 15
Disponível em: <http://pixabay.com/en/plane-airport-airplane-landing-13829/>Access on December, 2nd 2012.
Picture 16
Disponível em: <http://pixabay.com/en/laptop-people-woman-girl-cartoon40935/>Access on December, 2nd 2012.
Picture 17
Disponível em: <http://pixabay.com/en/e-mail-computer-internet-human-65928/>
Access on December, 2nd 2012.
Picture 18
Disponível em: http://pixabay.com/en/black-woman-girl-thinking-white-41201/
Access on December, 2nd 2012.
Picture 19
Fonte : print screen of BrturboMail .
Picture 20
Disponível em: < http://pixabay.com/en/mail-internet-icon-electronic-35636/>
Access on December 3rd 2012
Picture 21
Fonte: elaborated by Celina da Costa Santos.
Picture 22
Fonte: Adapted fromhttp://www.ggroupplc.com/files/images/Writtingemails/empng
>
Access on October 28th 2012.
Picture 23
Fonte: elaborated by Celina da Costa Santos.
Picture 24
Fonte: Adapted from<http://www.sampleemails.org/friendship-emails.html- Access
on October, 23rd 2012.
Picture 25
Fonte: Adapted from <http://www.sampleemails.org/friendship-emails.html- Access
on October, 23rd 2012.
Picture 26
Fonte: Adapted from <http://www.sampleemails.org/friendship-emails.html- Access
on October, 23rd 2012.
Picture 27
Fonte: Adapted from <http://www.sampleemails.org/friendship-emails.html- Access
on October, 23rd 2012.
Picture 28
Disponível em:<http://en.wikipedia.org/wiki/You've_Got_Mail_(soundtrack)
>Access on October,12th 2012.
Picture 29
Fonte: elaborated by Celina da Costa Santos
Picture 30
Fonte: elaborated by Celina da Costa Santos
Picture 31
Disponível em: < http://www.howcast.com/videos/346352-How-to-Make-an-EmailAddress - Access on November 16, 2012.
http://creativecommons.org.br/
http://www.e-treinamento.pr.gov.br/mod/page/view.php?id=1354&inpopup=1
http://netforbeginners.about.com/cs/netiquette101/a/bl_emoticons101_5.htm>
http://www.webopedia.com/TERM/H/hyperlink.html
http://pt.wikipedia.org/wiki/Netiqueta
WWW.internetworldstates.com/
http://codex.wordpress.org/Using_Smilies
http://www.smartdefine.org/digispeak
http://en.wikipedia.org/wiki/Email
http://www.vagalume.com.br/britney-spears/e-mail-my-hearttraducao.html#ixzz2Bqy02mFW
Orientações metodológicas
i
Professor, pesquisar imagens que retratam a evolução dos meios de comunicação até os dias
atuais. Essa atividade poderá ter o seguinte cabeçalho Accessing the student’s previous
knowledge. No momento que estiver explorando as imagens realize os questionamentos
sugeridos, de forma coletiva.
ii
Após assistirem ao vídeo, os alunos deverão formar pequenos grupos e conversar sobre o que
consideram positivo nos atuais meios de comunicação.
iii
O objetivo desta atividade é conscientizar os alunos do fato de que, no mundo atual, ainda há
muitas pessoas sem acesso ao mundo das informações propiciado pela Internet e pelas novas
tecnologias. Depois que os alunos lerem os dados da tabela e confeccionarem um gráfico de
barras, pergunte-lhes: Have you gotten surprised? What is your opinion about that? Este trabalho
pode ser ampliado com uma enquete, na sala de aula e na escola, a respeito dos percentuais de
alunos com acesso à Internet ou telefone celular.
iv
O professor deve fazer uma revisão sobre Simple Present- Afimative and negative forms.
v
Para que as imagens possam ser melhor visualizadas, acesse os endereços
<http://www.ecinvites.com/formal-and-informal-wedding-invitation-etiquette-part2/>
<http://upload.wikimedia.org/wikipedia/commons/f/f5/Information_Letter.jpg>
<http://upload.wikimedia.org/wikipedia/commons/e/e8/ColumbaScreen.png>
<http://upload.wikimedia.org/wikipedia/commons/1/1a/Letter_From_White_House.jpg
vi
As linhas da letra da música foram numeradas de 1 a 38. As palavras (written, down, say, digital
e send) preenchem os espaços da 2ª estrofe. As palavras (plane, house e surprise) preenchem os
espaços da 3ª estrofe. As palavras (complication e life) preenchem os espaços da 4ª estrofe. A
letra da música está disponível em < http://letras.mus.br/pet-shop-boys/114514/ >
vii
Fazer uma revisão dos adjetivos (antônimo e sinônimo)
viii
Explicar para os alunos que hiperlink é sinônimo de link ( são as palavras azuis nos textos), ou
seja qualquer área clicável de uma página Web é um hiperlink. Também pode explicar como
eliminar os hiperlinks. Consulte o site <http://www.webopedia.com/TERM/H/hyperlink.html>
ix
Esta atividade será realizada no laboratório de informática.
xx
Depois que os alunos fizerem uma leitura rápida, ajude-os a perceber que esse tipo de texto (email) é bastante semelhante tanto em português quanto em inglês no que se refere à forma e aos
elementos que o acompanham. Converse com eles sobre o cabeçalho do e-mail e ajude-os a
inferir o significado das palavras desconhecidas ( To,Cc,Bcc, subject,Regards and the elements
accompanying the text ( send,attachments, etc.)
xixi
(HEADER, BODY and SIGNATURE)
Explicar para os alunos as 3 partes de e-mail
Que message header
deve ter os seguintes componentes:T0(send) ,FROM (addressee), Cc(Carbon Copy), Bcc(Blind
Carbon Copy), and Subject(what the e-mail is about). Site para consulta:
http://writingcenter.unc.edu/handouts/effective-e-mail-communication/
xii
Esta primeira leitura do texto deverá ajudar os alunos a concluirem que: “this text comes from a
site for teens.” Esclareça o significado das “Key words: break up with, afraid of, frightened, scared
and hurt.”
xiii
Chame a atenção dos alunos para o modo como o texto está organizado (em partes e na
seguinte ordem: cabeçalho, cumprimento, mensagem, despedida e assinatura). Comente que o
entendimento da organização de um texto contribui para o entendimento do texto em geral.
xiv
Professor é importante nessa atividade ressaltar o uso dos prefixos e sufixos.
xv
Enquanto os alunos compartilham suas opiniões sobre a pergunta, circule ao redor da sala
incentivando-os a justificar suas respostas
xvi
Chamar a atenção para o emprego da palavra “Dear” no início de todos os emails, explicando a
diferença de expressões no fechamento de cada um deles.
xvii
Esse momento pode ser propício para um discussão acerca das vantagens e dos perigos
advindos dos contatos virtuais. Além disso, sugiro abordar a relevância das novas mídias para a
sociedade e a necessidade de estarmos atualizados sobre elas.
xviii
Pergunte aos alunos se sabem o que são emoticons e para o que eles servem. Caso não
saibam, explique que são símbolos bastante comuns na comunicação online (em e-mails, chats e
sites de relacionamento), trabalhe o vocabulário a seguir por meio da pergunta (How are you
feeling today?). Depois, eles deverão entrevistar dois colegas e registrar as respostas no caderno
e na tabela. Para verificar a compreensão, sorteie alguns alunos e peça que leiam para o restante
da classe.
xix
Os alunos deverão ler o e-mail rapidamente, concluindo que trata de um e-mail escrita por um
adolescente para contar seu problema, normalmente esse tipo de e-mail é encontrado em sites for
teens. Geralmente o autor recebe uma resposta (um conselho) para as questões levantadas.
Incentive os alunos a justificarem suas respostas.
xx
Ressalte aos alunos a importância de saber o significado não apenas da alternativa correta, mas
também das outras.
xxi
Esclareça eventuais dúvidas quanto à formação e uso de sentenças usando should e shouldn’t.
xxii
Antes de assistir ao vídeo, peça aos alunos que leiam rapidamente os passos abaixo e façam
previsões sobre a sequência dos mesmos. Em seguida, eles deverão assistir ao vídeo uma vez e
numerar os passos de acordo com a ordem em que são mencionados. Depois deverão assisti-lo
novamente para conferir as respostas.
xxiii
Sugiro que essa música seja trabalhada com os versos divididos ao meio para que o estudante
relacione as colunas. Depois do “listening” é possível relacionar a temática da música com o email de pedido de conselho, já que ambos estão sofrendo por amor (intertextualidade). Além disso,
é possível abordar os gêneros mencionados na letra (carta, e-mail, foto), suas esferas de
circulação e função social.